Badger Hill Academy Review 2026: Elite primary results, strong early years, clear routines

The performance data is unambiguous. In 2024, 96.67% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 60.33% reached greater depth, compared with an England average of 8%. Reading outcomes are particularly striking, with 100% reaching the expected standard in reading and 77% achieving the higher score benchmark. Mathematics is similarly strong, with 95% reaching the expected standard and 68% achieving the higher score benchmark. GPS outcomes remain high, with 95% at the expected standard and 64% at the higher score benchmark.

Scaled scores reinforce the picture. The average scaled score is 113 in reading and 111 in mathematics and GPS, with a combined total score of 335 across reading, GPS and maths. These are markers of consistent attainment rather than a single-year spike.

On the FindMySchool methodology, this places the school among the highest-performing primaries in England. Ranked 95th in England and 1st in Saltburn-by-the-Sea for primary outcomes (FindMySchool ranking based on official data), it sits among the highest-performing in England (top 2%).

What does that mean for families, beyond the headline? First, pupils are likely to leave Year 6 with strong literacy and numeracy foundations that travel well into secondary education. Second, the very high “expected standard” figure suggests the school is effective at lifting the whole cohort, not only the highest attainers. Third, the unusually high “greater depth” measure indicates that higher prior attainers are being stretched, rather than simply coasting on starting points.

Parents comparing local options can use the FindMySchool Local Hub and Comparison Tool to view these results side-by-side with other nearby primaries, which is often the clearest way to judge whether a school is consistently high-performing or simply has a strong year group.

The curriculum intent is explicit about sequencing and repeatable routines. In the inspection evidence, leaders use curriculum structures that build progressively from early years through Year 6, with tools such as “subject on a page” and “review on a page” used to identify key knowledge and revisit it. The practical implication is retrieval is planned, rather than left to chance, which is one of the more reliable ways to secure long-term learning.

Early reading and phonics

The strongest thread running through published evidence is the priority given to reading. Phonics is delivered daily, staff are trained on the programme, and pupils who fall behind are identified quickly and supported to catch up. This matters for two groups in particular: children who arrive in Reception with weaker language development, and children who are capable but lack confidence. Frequent structured practice reduces anxiety and builds automaticity.

The reading culture also has a motivational dimension. By framing reading as a journey through “Reading Routes”, pupils have a narrative for progress, not only a score. In primary settings, that kind of framing is often what sustains daily independent reading without constant adult prompting.

Mathematics

Maths is described as a blend of mastery teaching, arithmetic fluency work, and early number sense development through the NCETM Mastering Number approach alongside White Rose Maths. The school also refers to “Big Ideas” threads, including number sense, calculation, reasoning, and problem solving, which suggests pupils are expected to understand why methods work, not only execute them.

There is also a clear emphasis on concrete, pictorial, then abstract representations, and on celebrating maths through competitions and events at academy and trust level. For children who need tangible representations before moving to symbols, this approach can reduce frustration and improve confidence. For higher attainers, reasoning and problem solving strands provide stretch without racing ahead into secondary content.

Wider curriculum and personal development

The “Life” curriculum covers Religious Education, PSHE, and relationships education, using SCARF resources and a locally adapted sequence. The approach includes drama, circle time, and structured discussion as vehicles for building social understanding and communication. For parents, the key question is often whether personal development is consistent across classes. A planned sequence makes it more likely that children encounter the same vocabulary and expectations year on year.

As a primary, the immediate destination question is Year 7. In Redcar and Cleveland, admissions into secondary are co-ordinated by the local authority, and local options depend on where families live and which preferences they list. In the Brotton area, Freebrough Academy is a significant local secondary. Published admissions documentation for Freebrough identifies NET Badger Hill and NET Whitecliffe as partner primaries in at least one recent admissions cycle, signalling an established relationship in transition planning.

What parents should look for is how transition is managed, not only where children go. Strong primaries typically invest in Year 6 readiness, including independence, organisation, and resilience, rather than focusing solely on tests. Here, personal development work, pupil responsibility roles, and routines around reading and maths fluency all support a smoother move into secondary expectations.

For families considering a move into the area, it is sensible to check the likely secondary route early, because secondary admissions criteria and transport patterns can influence day-to-day practicality in Year 7 and beyond.

This is a state school with no tuition fees. Admission into Reception is via the Redcar and Cleveland co-ordinated process, not a private registration system.

For September 2026 Reception entry, the Redcar and Cleveland primary admissions portal opens on 17 November 2025, with the national closing date of 15 January 2026. National Offer Day is 16 April 2026 (or the next working day), and the council guidance indicates families are required to respond by 9 May 2026.

Demand, as recorded in the most recent available admissions results for Reception entry, is relatively tight but not extreme. The school is marked oversubscribed, with 13 applications for 12 offers, which equates to 1.08 applications per place. First preference demand aligns closely with offers, suggesting that most applicants listing the school first were competing in a small pool rather than a large-scale oversubscription environment.

Nursery entry usually operates differently from Reception admissions. The school runs nursery and a two-year-old provision with set session times, so parents considering early years should expect an earlier conversation about sessions, funding eligibility, and how children transition into Reception.

The pastoral picture combines formal safeguarding structures with curriculum choices that reinforce safety and belonging. The school lists a defined safeguarding team, with the Principal as Designated Safeguarding Lead and additional trained deputies, which is a standard marker of an organised safeguarding culture. The most recent inspection confirmed safeguarding arrangements are effective.

For children, wellbeing is supported through predictable routines and adult consistency, which often matters as much as any single programme. Behaviour expectations are framed around relationships and inclusivity, with an explicit focus on working with parents and partners to remove barriers. In practice, that typically supports pupils who need more scaffolding with transitions, attention, or emotional regulation.

PSHE and relationships education are delivered through SCARF resources and adapted sequencing, with discussion-based activities designed to build practical skills children can use daily. For parents concerned about friendship issues and playground dynamics, a structured approach can be reassuring because it signals the school is teaching social skills directly rather than hoping they emerge on their own.

The school frames enrichment as an extension of the taught curriculum, and it explicitly encourages high participation in clubs during and after the school day. While the current termly club list is presented as an attached file on the website, the published description indicates two distinct strands: broad access clubs, and targeted enrichment for children with a particular interest who want to go deeper. That distinction is important. It suggests the school is trying to serve both the child who wants to try something new and the child who wants to specialise.

A second strand of “beyond the classroom” sits inside the curriculum itself. The “Life” curriculum uses visitors, assemblies and workshops to widen aspirations, and it is presented as a deliberate cultural entitlement rather than an optional extra. If your child is motivated by real-world links, that kind of design can make learning feel purposeful, particularly in upper primary.

Leadership and responsibility opportunities add another layer. Roles such as anti-bullying ambassadors are described in inspection evidence, which indicates pupils are trusted with responsibilities and that pupil voice is part of how the school runs. For some children, these roles become the main confidence-builder of Year 5 and Year 6, especially if they are quieter academically but strong socially.

For working families, wraparound is also part of the extracurricular picture because it affects what children can access. Breakfast Club and After School Club run daily for nursery through Year 6, with published timings and pricing that help families plan realistically, rather than guessing term by term.

The core school day for Reception to Year 6 runs from 08:55 to 15:05, with doors closing at 08:50. Nursery and two-year-old provision operates with morning and afternoon sessions, and a 30-hour pattern that finishes at 15:05.

Breakfast Club operates from 07:30 and After School Club runs until 17:30, with booking requirements set out on the school’s published schedule.

Transport is typically a mix of local car journeys and bus routes across Brotton and nearby communities. For rail connections, families usually look to Saltburn-by-the-Sea as the nearest station area, then complete the final leg by road. As with any primary, it is worth checking drop-off patterns and walking routes at the times you would actually travel, because school-run traffic can change the feel of a short journey.

• High-attainment culture. With exceptionally high Key Stage 2 outcomes, some pupils may experience a more performance-focused atmosphere in upper juniors. Families should ask how the school balances stretch with wellbeing.

• Evidence of clubs list is file-based. The school describes a broad enrichment offer, but the specific termly club menu is presented as a document attachment, which can make it harder to scan quickly when planning commitments.

• Reception places are limited. Recent demand data shows only a small margin between applications and offers. Parents should apply on time and list realistic preferences.

• Early years logistics matter. Nursery and two-year-old session structures require planning around pick-up and drop-off times, especially if families are coordinating childcare across siblings.

Badger Hill Academy suits families who want a state primary with elite academic outcomes, clear routines, and early years continuity from age two through Year 6. The combination of extremely high attainment measures and a structured approach to reading, maths, and personal development should appeal to parents who value clarity and consistency. It is best suited to children who respond well to high expectations and regular practice, and to families who will engage early with admissions deadlines and wraparound logistics.